Beyond the Fertile Paradox: Preservice Teachers’ Steps Past Awareness to Action Against Injustice

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 05: Pre-Service Teacher Coursework and Clinical Practice Virtual Poster Session

Abstract

This study seeks to move past Jupp et al.’s (2016) concept of the fertile paradox, where preservice teachers learn about systemic inequity but do not take action to challenge such inequity. We analyzed empirical studies of teacher education to determine patterns in courses that supported preservice teachers committing to challenge injustice. Using our identified course design framework of action-oriented goals, inclusion of critical perspectives, engagement with emotions, and rehearsal opportunities, we revised an existing course and analyzed assignments to understand types of actions preservice teachers planned to take. Findings from this pilot case study show that cognitive wrestling, seeing success, and personal growth were important precursor experiences that impacted preservice teachers’ pedagogical, curricular and planning actions.

Authors

• Gena Merliss, Nazareth University

• Eleni Duret, San Jose State University